Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, Boone, NC.
College of Health Sciences, Midwestern University, Glendale, AZ.
Am J Speech Lang Pathol. 2024 May;33(3):1524-1535. doi: 10.1044/2024_AJSLP-23-00291. Epub 2024 Mar 13.
Speech-language pathology programs use simulated learning experiences (SLEs) to teach graduate student clinicians about fidelity to therapeutic interventions, including static skills (clinical actions that are delivered in a prespecified way regardless of the client's behavior) and dynamic skills (contingent responses formulated in response to a client's behavior). The purpose of this study was to explore student learning of static and dynamic skills throughout SLEs and live clinical practice.
Thirty-three speech-language pathology graduate students participated in this study. Students were first trained to deliver an intervention before having their treatment fidelity measured at three time points: an initial SLE, actual clinical practice, and a final SLE. Treatment fidelity was first summarized using an overall accuracy score and then separated by static and dynamic skills. We hypothesized that (a) overall accuracy would increase from the initial simulation to treatment but remain steady from treatment to the final simulation and that (b) students would acquire dynamic skills more slowly than static skills.
In line with our hypotheses, students' overall accuracy improved over time. Although accuracy for static skills was mostly established after the first simulation, dynamic skills remained less accurate, with a slower acquisition timeline.
These results demonstrate that SLEs are efficacious in teaching students the clinical skills needed for actual clinical practice. Furthermore, we show that dynamic skills are more difficult for students to learn and implement than static skills, which suggests the need for greater attention to dynamic skill acquisition during clinical education.
言语病理学项目使用模拟学习体验（SLE）来教授研究生临床医生治疗干预的保真度，包括静态技能（无论客户的行为如何，都以预定的方式提供的临床操作）和动态技能（根据客户的行为制定的 contingent 响应）。本研究的目的是探讨学生在 SLE 和实际临床实践中对静态和动态技能的学习情况。
33 名言语病理学研究生参与了这项研究。学生们首先接受了一项干预措施的培训，然后在三个时间点测量他们的治疗保真度：初始 SLE、实际临床实践和最终 SLE。治疗保真度首先使用整体准确性得分进行总结，然后按静态技能和动态技能进行区分。我们假设：（a）整体准确性将从初始模拟到治疗逐渐提高，但从治疗到最终模拟保持稳定；（b）学生掌握动态技能的速度比静态技能慢。
符合我们的假设，学生的整体准确性随着时间的推移而提高。尽管在第一次模拟后，静态技能的准确性大多已确立，但动态技能的准确性仍然较低，并且需要更长的时间来掌握。
这些结果表明，SLE 在教授学生实际临床实践所需的临床技能方面是有效的。此外，我们表明，动态技能比静态技能更难学习和实施，这表明在临床教育中需要更加关注动态技能的获取。
